Transitions and transformations in learning and education     

Ruth Pilkington 《Studies in Continuing Education》2016,38(3):376-377

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The teacher scheme for educational dialogue analysis (T-SEDA): developing a research-based observation tool for supporting teacher inquiry into pupils’ participation in classroom dialogue     

Maria Vrikki  Ruth Kershner  Elisa Calcagni  Sara Hennessy  Lisa Lee  Flora Hernández 《International Journal of Research & Method in Education》2019,42(2):185-203

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Early-grade reading support in rural South Africa: A language-centred technology approach     

Castillo  Nathan M.  Wagner  Daniel A. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):389-408

International Review of Education - This article describes a short-term longitudinal study conducted in low-performing rural primary schools in South Africa. The authors were involved in developing...  相似文献   

The Presence of An-Other: The Prescience of Racism in Post-Modern Times   总被引：1，自引：0，他引：1  

Ruth Eileen Arber 《Journal of Educational Change》2003,4(3):249-268

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You and CO2: a Public Engagement Study to Engage Secondary School Students with the Issue of Climate Change     

Rudd  Jennifer A.  Horry  Ruth  Skains  R. Lyle 《Journal of Science Education and Technology》2020,29(2):230-241

School students are growing up in a world with a rapidly changing climate, the effects of which will become increasingly apparent during their lifetimes. We designed and pilot tested “You and CO₂”, a STEAM program designed to encourage students to reflect on their personal impact on the environment, while also appreciating their place within society to bring about positive societal change. Over three interlinked workshops, students analyzed the carbon footprints of some everyday activities, which they then explored in more detail through interacting with a bespoke piece of digital fiction, No World 4 Tomorrow. The program culminated with students producing their own digital fictions, allowing them the freedom to explore the themes from the previous workshops with a setting and focus of their choice. We reflect here on the experience of running the You and CO₂ program and on the themes that emerged from the students’ original digital fictions.

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Expectancies as mediators in the differential-reward conditional discrimination performance of pigeons     

Gail B. Peterson  Ruth L. Wheeler  Gordon D. Armstrong 《Learning & behavior》1978,6(3):279-285

In a series of within-subject experiments employing a two-choice delayed conditional discrimination task, pigeons chose correctly more often when kind of correct choice and kind of reinforcer were perfectly correlated than when uncorrelated. Correct choice behavior fell to chance levels when the correlation was reversed or when it was removed by using only one kind of reinforcer. Implications for mediation theories are discussed, with the conclusion being that, although the possibility that instrumental mediators are present in this situation cannot be dismissed, the overall pattern of results indicates that classical mediators are of principal importance in this type of task.  相似文献   

Cues used by two groups of remedial readers in identifying words in isolation     

William T. Fagan  Ruth L. Eagan 《Journal of Research in Reading》1986,9(1):56-68

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Age and Socialization Effects on the Development of Social Comparison Motives and Normative Ability Assessment in Kibbutz and Urban Children   总被引：1，自引：0，他引：1  

Ruth Butler  Nurit Ruzany 《Child development》1993,64(2):532-543

We hypothesized that tendencies to explain interest in peers' work in terms of mastery-promotion or of relative ability assessment is related both to the development of the normative conception of ability and to educational emphases on cooperative or competitive learning goals. Study 1 tapped acquisition of the normative conception, normative self-assessment, and reasons for looking at others' work among 208 kibbutz and urban Israeli subjects at ages 4–8. Results confirmed that acquisition of normative understandings was associated with a shift from mastery to ability explanations in urban, but not kibbutz, children. Study 2 revealed similar differences in the frequency of mastery versus ability assessment reasons among 48 kibbutz and urban third-grade children asked to explain the videotaped glances of an unfamiliar child. Thus, cooperative learning settings seem to maintain interest in using peers to promote mastery, even after acquisition of the normative conception.  相似文献   

Design Research as a Mechanism for Consultants to Facilitate and Evaluate Educational Innovations     

Jose M. Castillo  Clark Dorman  Brian Gaunt  Beth Hardcastle  Kelly Justice  Amanda L. March 《Journal of educational and psychological consultation》2016,26(1):25-48

Schools across the nation are implementing innovative practices; however, questions remain regarding how to facilitate quality implementation. Research designs that emphasize high degrees of control over independent variables result in findings with internal validity, but that may not generalize to complex, dynamic educational systems. The purpose of this article is to propose a design research framework as a mechanism for consultants to facilitate and evaluate innovation implementation. Information on design research principles and processes is provided, and issues to consider when applying the framework are discussed. An illustration of how a design research framework was applied in a large-scale initiative to implement and evaluate Response to Intervention (RtI) implementation is also provided. Finally, issues and questions to consider relative to consultants' use of design research principles are explored.  相似文献   

Evidencing student success and career outcomes among business and creative industries graduates     

Denise Jackson  Ruth Bridgstock 《Journal of Higher Education Policy & Management》2019,41(5):451-467

ABSTRACT

The teaching performance of higher education institutions is increasingly gauged by graduate employment outcomes. Measuring outcomes in full-time employment terms does not capture the complexities of underemployment, the rise of portfolio careers, the constraints of the labour market and graduate motivations for working arrangements that can allow greater flexibility and work-life balance. This study explores the career outcomes of Business and Creative Industries graduates using both traditional measures (full-time employment outcomes) and a suite of broader measures that examine career satisfaction, perceived employability, perceived career success, underemployment, and graduate motivations for seeking new roles. Findings confirm disciplinary differences in graduate experience, and raise some broad concerns about the quality of graduate employment, particularly given the lack of improvement in outcomes over time since course completion. Findings suggest graduates are optimistic about their career futures, despite unmet expectations – particularly on income.  相似文献